This study aimed to explore how Arabic phonological, vocabulary, and grammatical are acquired.  A qualitative approach was used to deeply explore that acquisition. The results showed that the strategy of acquiring phonological aspects carried out by drilling audio listening activities, either in the form of lectures from native speakers directly or in the form of murottal, Netflix, YouTube, and online radio; while the vocabulary acquisition strategy is done by using an Arabic dictionary both online and offline, as well as reading more books, and news through online portals. Grammatical elements are acquired by directly reading nahwu and shorof books such as Jurumiyyah, Nahwu Wadhih, and Al-arabiyah baina yadaik practicing directly by studying Arabic sentences and practicing I'rab. The findings showed that the language acquisition process using various strategies can provide language acquisition of phonological, vocabulary, and grammatical aspects.  Practical implications and further research to explore more diverse variables and more complex research methods are provided.

The Arabic teaching materials require adjustments to the core competencies listed in the Decrees of the Minister of Religious Affairs (Keputusan Menteri Agama/KMA) Number 183 and 184. Based on the previous statement, this study aims to examine hiwar teaching materials based on the KMA curriculum Number 183 and 184 in 2019. This research adopts a qualitative approach based on in-depth text analysis. This study’s data collection techniques include classification based on core competencies in the 2019 curriculum of hiwar texts for second grade in Madrasah Ibtidaiyyah. The study results indicate that this book has fulfilled four elements of competencies. First, spiritual attitude (KI-1) includes content that leads to spiritual improvement through an attitude of being grateful for God's blessings to all His creations. Second, social attitude (KI-2) includes mutual respect in interactions with friends and teachers through material content. Next, knowledge (KI-3) contains mastery of vocabulary and sentence structure in a conversation in each chapter, and finally, skills (KI-4) involve speaking skills through simple content for daily activities. The findings of this study show that the content of teaching materials that adopt the core competencies in KMA 183 and 184 has an impact on the variety of student experiences in producing Arabic orally. However, it is still necessary to improve content related to national values and cultural reinforcement for students

The teacher's pedagogical competence influences the use of strategies and the ability to manage the learning system in the classroom. This encourages teachers' efforts to have pedagogical competence in carrying out learning activities optimally. Integrating the Ministry of Religion and the Diniyyah Arabic Center (DAC) curriculum is the basis for strengthening teachers’ pedagogical competence. On that basis, this study aims to identify the pedagogic competence of teachers based on integrating the Ministry of Religion curriculum and the Diniyyah Arabic Center curriculum (DAC) at Diniyyah Puteri Padang Panjang. This research is based on a descriptive qualitative approach by identifying the implementation of teaching competencies based on integrating the Arabic language curriculum at Diniyyah Puteri Padang Panjang. The results showed that the implementation of the teacher's pedagogic competence in improving Arabic learning outcomes was obtained through: (1) identifying priority learning objectives, (2) implementing a learning system according to the order and needs of the learner, and (3) evaluating the learning system periodically. The findings indicate that the pedagogic competence of teachers can encourage an increase in Arabic language skills based on curriculum integration at Diniyyah Puteri Padang Panjang.

Productive language skills are an indicator of student success in using foreign languages. The lack of media allows students to interact with native speakers. It encourages researchers to analyze holistically how to use the HelloTalk application as an alternative media for increasing writing skills. This study used a qualitative descriptive research design—data collection techniques through observation, interview, and documentation. The data collection tools are based on pre-test and post-test scores, observation sheets, and a list of questions from interviews. The analysis technique used is Milles Huberman's theory. The results show that the HelloTalk application can provide opportunities for students to increase creativity and critical thinking. The ability students' showed an increase in score to 75.3. This result is indicated by using chat themes in broader writing skills and interaction with native speakers to explore information on the language being learned. In addition, the process of correcting writing errors can be corrected immediately. The findings of this research indicate that using the HelloTalk application increases the intensity of Arabic writing skills. This study recommends further research to test the effectiveness of the HelloTalk application against other foreign language skills with more varied research methods.

Arabic language learning program are implemented for all students under the auspices of the Language Development Center in UIN Imam Bonjol Padang. This program aims to increase foreign language skills; listening, speaking, reading and writing skills. So, the output of this program is expected that students can dig up information to support global communication. This study aims to describe Arabic language learning based on contextual approach and contextual textbook as well as factors that influence the success of the Arabic learning process at the UIN Imam Bonjol Padang. This research used a qualitative approach with case study method through data collection including observation, interview and documentation. The results showed that Arabic language learning based on contextual learning is suitable for universities, supported by using of interactive teaching materials equipped with exercises, as well as an intense duration of time so that it is very effective to improve the skills of student’s UIN Imam Bonjol Padang. This research strengthens the importance of using daily contextual conditions in Arabic language learning so that students can practice their daily language skills with the surrounding environment.